Content Validity of Self-Assessment to Measure Technological Pedagogy Content Knowledge (TPACK)’s College Students

Abstract

The student’s TPACK ability is low, so an appropriate measurement instrument is needed. This study aims to measure the content validity of self-assessment instruments to measure college students’ TPACK abilities using Content Validity Ratio (CVR) and Content Validity Index (CVI) methods. At the validation stage, this research is part of development research to develop a TPACK-based Subject Specific Pedagogy (SSP) to strengthen the scientific literacy of college students at the Primary Educational Teacher Department Universitas Muria Kudus. Before developing the SSP, measurements were made to analyze college students’ TPACK abilities. TPACK ability is measured by a self-assessment instrument in the form of a questionnaire for college students consisting of components Pedagogical Knowledge, Technological Knowledge, Content Knowledge, Pedagogical Content Knowledge, Technological Pedagogical Knowledge, Technological Content Knowledge, and Technological Pedagogical Content Knowledge. The self-assessment was validated by 13 experts in the fields of assessment, physics material, biology material, pedagogy, and curriculum. The results of the analysis using the CVR method get the results that the CVR calculation is 0.692 and the CVI is 0.846. This result is by Lawshe’s minimum limit of 0.538, while the quantitative descriptive results obtained 82.99% or very valid scores. Thus, it is concluded that self-assessment can measure students’ TPACK abilities that are very valid, relevant, and suitably used for research.